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Formative Assessment Lessons (FAL)
Bullitt County August Days 2012
Patrick DurhamInstructional Coach BCPS
What is a FAL???
• FAL=Formative Assessment Lesson
• Engaging STUDENT oriented/focused lesson.
• Teachers DON’T TEACH; they facilitate. You are not on
stage anymore!
• Develops MATH PRACTICES & build relationships
among math content
• Structured Lesson with specific components
• Assessment AS learning
FAL cycle
Pre-Assessment
Individual Attempt
Group/Partner Attempt
Discuss possible
methods of solving
Post-Assessment
Student debrief on various ways
to solve (if applicable)
Very powerful for student
learning
Administer day before
scheduled FAL
Administer after
discussion of methods
FAL Prezi Walkthrough
-Created by Seth Hunter, KDE Math Specialist & President KCTM
Why FAL’s?• FAL’s incorporates
Highly Effective Teaching & Learning (HETL), Assessment Literacy, & KY Core Academic Standards for Math (KCASM).
• They can be engaging and rigorous.(Imagine that: FUN and Demanding!)
• Math the Weird Beast
• Math relationships, not a series of steps!
FAL Research
Shell Centre for Mathematic Education Research; Nottingham, England
What it takes to be “College Ready”College Courseor Course Area
Test EXPLOREScore
PLANScore
ACT Score
English Composition
English 13 15 18
Social Sciences Reading 15 17 20
College Algebra Mathematics 17 19 22
Biology Science 20 21 24
Shared Responsibility
Time to “FAL”
• Time to be a kid again!• Experiencing 1st
person=understanding
Formative Assessment Lessons (FALs)
Caterpillars and LeavesAdaptable for Grades K-3
K.NBT.1: Compose & Decompose numbers from 11-19…K.OA: Understanding addition as putting together and subtraction as taking apart….
1.OA.1: Use addition & subtraction within 20 to solve word problems….
2.OA.1: Use addition & subtraction within 100 to solve word problems…
3.OA.8: Solve word problems using the four operations…
Pre-Assessment• Give the day before FAL is planned• 10-15 minute time allotment • NO ASSISTANCE, unless accommodations are
required (reader) • Use this to group responses homogeneously.
(classify answers into categories of understanding: each FAL will outline these typical areas of understanding)
Framing the Lesson
• Framing the FAL is critical.• Direct student attention to the content to set
their thinking. • Introduce FAL to the students.
Individual Attempt
• Allow students to view problem(s). • 7-10 minutes• Only allow students to develop plan of attack
to solve.• DO NOT allow them to solve the problem
completely.• NO HELP!!! (accommodations need to be met)
Collaborative Learning
• Ask for needs of clarification. • Group students according to pre-assessment
results. (typically no more than 4-5). • Use group responsibilities/jobs to involve all in
group.• About 15 minutes. No wasting time!• Monitor, not teach. Assist strugglers with
questions, not answers
Evaluating Sample Responses
• What do you like about the work?• How has each student organized the work?• What mistakes have been made?• What is NOT clear?• What questions do you want to ask the
student?• In what ways might the work be improved?
Whole Group Discussion• 10-20 minutes• May need management structure for positive
discourse.• Allow students to discuss their answers and processes
to solve.• Based on conferring & during work times, you may
need to target specific groups to provide correct thinking/strategy.
• You may provide an alternate strategy if needed to focus thinking.
• Also allows them to walk away with the satisfaction of having a correct answer.
Post Assessment
• 10-15 minutes• Return students original pre-assessment and
allow them to correct/change/modify answer. (may just give them a clean pre-assessment instead of their original).
• NO help, only accommodations.
Updated Thinking/Debriefing
• 5-10 min/Remainder of class session, may go to next day if needed.
• Student/Teacher discourse over new/updated thinking. Develops deep connections for students. Also allows them to walk away with the satisfaction of having a correct answer.
Resources• Q: drive under FAL. Folders according to level.• The quality of the problem/ task to be used (cognitive
demand, content, ties to targets)– http://balancedassessment.concord.org/– www.insidemathematics.org– www.map.mathshell.org
• Grouping strategies– http://
cpm.org/pdfs/studyTeam/coll_team_strat_cards.pdf• NCTM “5 Keys to effective Formative Assessment”
– http://www.nctm.org/news/content.aspx?id=11474
• How math standards link together in a symbiotic relationship. www.Turnonccmath.com